Wolves in Sheep's Clothing and Other Vygotskian Constructs

The principle of double stimulation: A path to volitional action

“…Double stimulation is usually related to the study of specific higher mental functions, in particular memory and attention (Damianova & Sullivan, 2011;Martin, 2012;Puzyrei, 2007) and, most frequently, concept formation (Hanfmann & Kasanin, 1937;Hedges, 2012;Kozulin, 1986;Macdonald, 2002;Towsey & Macdonald, 2009;Vaughan, 1981). Volition is one among the higher mental functions also discussed in the literature in connection to double stimulation (Engeström & Sannino, 2013;Kozulin, 1990) or, when double stimulation is not explicitly mentioned, in connection to the use of auxiliary stimuli (Aidman & Leontiev, 1991).…”

The ideas of our bodies: Spinoza’s monism and Vygotsky’s multi-disciplinary sex education (Las ideas del cuerpo: el monismo de Spinoza y la educación sexual multidisciplinar de Vygotsky)

“…Chapter Five, ostensibly on adolescent concept formation, describes how what Vygotsky calls ‘complexes’ of concrete images, objects and events develop first into pseudo-concepts, where the boundaries are defined by the words of others, and then into true concepts, where the definitions are recognized as necessary and become self-caused. Vygotsky describes this process as a sequence of set categories and supports his analysis with data from a clever blocks experiment that involves a sorting activity similar to the way in which Mathlinks™ are used to teach the decimal system (for a detailed replication, seeTowsey & Macdonald, 2009; for a replication of the replication and a critique, see Song & Kellogg, 2022). Chapter Six, which is about primary school children, describes how spontaneously formed ‘everyday concepts’ develop into ‘scientific concepts’.…”

“…En el Capítulo V, aparentemente sobre la formación del concepto en los adolescentes, se describe cómo lo que Vygotsky denomina 'complejos' de imágenes, objetos y eventos concretos se convierten primero en pseudoconceptos, cuyos límites se definen mediante las palabras de otros y después, en conceptos verdaderos cuyas definiciones se reconocen como necesarias y se convierten en su propia causa. Vygotsky describe este proceso como una serie de categorías establecidas y apoya su análisis en datos de un inteligente experimento con bloques que incluye una actividad de clasificación similar al modo en que se utilizan los bloques Mathlinks ™ para enseñar el sistema decimal (para una réplica detallada, véase Towsey & Macdonald, 2009; para una réplica de la réplica y su correspondiente crítica, véase Song & Kellogg, 2022). El Capítulo VI, sobre los niños en Educación Primaria, describe cómo los 'conceptos cotidianos' creados de forma espontánea se convierten en 'conceptos científicos'.…”

New data on the Vygotsky-Sakharov task of forming artificial concepts /Nuevos datos sobre la tarea de formación de conceptos artificiales Vygotsky-Sakharov

“…The study showed the validity of the Vygotskian description, both for specific groupings and for conceptual development, in South African middle-class subjects. He stated (Towsey & Macdonald, 2009) that children who were aged 3-5 years tended to generate unorganized heaps and syncretic groupings, that complex thinking (Vygotsky, 1993) predominated in children between the ages of 8 and 11 years and that a tendency towards conceptual thinking predominated in adolescents and adults, in line with Vygotskian predictions.…”